1. Elementary-Level Mathematics in Comic Book Format CPE Scholarship of Teaching and Learning Lexington, KY May 21, 2009 Bruce Kessler, Janet Tassell Western Kentucky University Mary Evans, Cathy Willoughby, Melissa Zimmer Warren County Public Schools

2. Background keithbendis.comwww.ideakentucky.com

3. Background keithbendis.comwww.ideakentucky.com

4. Background keithbendis.comwww.ideakentucky.com

5. Background keithbendis.comwww.ideakentucky.com

6. “Math” Comic Books had not really been done before (Plusman, Larry Gonick, Calvin & Hobbes, Foxtrot, etc.) assembled my “team” o two art professors, Tullis & Jensen  student o elementary school principal, Mary Evans (and crew) o education professor, Janet Tassell goal was to create comics with embedded mathematics appropriate for 3 rd – 6 th grade students secured a small internal WKU grant – Provost’s Initiatives for Excellence, $4,000 “Operation Comics” was born We have generated two issues (one double issue, one regular), with one more on the way.

7. “Math” Comic Books We will take an ≈ 10 minute pause, to give you a chance to read/browse through the comics.

8. Using the Comics in the Classroom

9. Impact Dr. Mary Evans Principal, Cumberland Trace Elementary

10. Cumberland Trace Elementary Academic Index in Math 2002 – 68 2005 – 86 2003 – 92 2006 – 86 2004 – 84 2007 – 87 2008 – 102 In 2008,... Novice – 7% Apprentice – 21% Proficient – 32% Distinguished – 40% Achievement gap between free-lunch students vs. non 3rd grade – 15 point gap 4th grade – 16 point gap 5th grade – 18 point gap 6th grade – 36 point gap

11. Impact Dr. Janet Tassell Assistant Professor College of Education & Behavioral Sciences, WKU

12. Research Questions 1. Do boys and girls (both genders) have pre-existing perceptions that are gender neutral? 2. Does the Comic Book Treatment change pre-existing perceptions regarding gender in mathematics? 3. Do elementary students have the same perceptions of gender performance/differences as middle school, high school, and pre- service teachers? –Perception about effort, interest, inherited talent, attitude 4. What are the pre-existing mathematics beliefs/attitudes? 5. What are the post math beliefs/attitudes? –General Attitude / Personal Feelings, Confidence / Efficacy, Value, Parental Influence/Value 6. What are the pre-existing attitudes about reading? 7. What are the post attitudes about reading? –General Attitude / Personal Feelings, Confidence / Efficacy, Value

13. Pre-Survey Population

14. Math Perceptions How good are you at math?

15. Question #13: Math as a Gender-Neutral Domain Girls and boys who do well in math are both congratulated.

16. Question #28: Math as a Female-Gendered Domain In a math class with both boys and girls, girls tend to speak up more than boys. –Note approximately 43% agree.

17. Question #28: Math as a Female-Gendered Domain In a math class with both boys and girls, girls tend to speak up more than boys. –Note: A possible conclusion from this is that girls may see themselves as speaking up more than boys, whereas boys are not sure or disagree as to if the girls are speaking up more.

18. Question #28: Crosstabulation In a math class with both boys and girls, girls tend to speak up more than boys. –Gender compared by each response given

19. Question #27: Math as a Male-Gendered Domain Boys like hard math problem more than girls. –Note: Will the Agree (SA and A) go down after the comic book treatment?

20. Question #27: Math as a Male-Gendered Domain Boys like hard math problem more than girls. Note: Females were stronger in “not sure / disagree” whereas Males were stronger toward “not sure / agree”

21. Question #27 Crosstabulation Boys like hard math problem more than girls. –Gender compared by each response given

22. Question #35: Math Beliefs I am happier in a math class than in any other class. –Note: 42% agree – will this increase due to the comic books?

23. Question #42: Math Beliefs There is nothing creative about mathematics. It is just memorizing facts. –Note: Will the percentage of agreeing decrease after comic books?

24. Question #46: Reading Beliefs I like to read comic books. –Note: Will this increase after comic books?

25. Teacher Feedback – Student Reaction Describe the reaction of the students when first receiving the Math Comic Books… (100% Excited) –“The students were very excited about getting to read a comic book. They would ask when we could read the comics again.” –“The students were happy to welcome a change of pace in class. They laughed a bit a the superheroes, but were able to predict the role the various characters would have after scanning the first few pages. Most students eagerly volunteered to read a role each time we used the books.” –“The students were extremely excited to see comics and even wondered why we were using comics in math. The students like the characters.”

26. Teacher Feedback – Comic Book Use Explain how you used the Math Comic Books in your class. –“I used the comic books in different ways. First as an introduction to prime factorization as we had talked about prime numbers but not prime factorization. Second, I used it as a review of variables as this was something we talked about at the beginning of the year.” –“First, I briefly reviewed the math content that the characters would encounter, starting with divisibility rules. Then, I assigned roles and the students read aloud. Once the math problem was presented, I had them close their books and try to solve the problem on their won. After we discussed the students’ approaches and solutions, we opened the comic to see how Claire and Dillon solved the problem.” –“I used the comics as a supplement to our math class. We used the comics during math reinforcement time. We broke the comic lesson into 3 sessions.”

27. Teacher Feedback – Supplemental Materials Describe how the supplemental instructional materials and student worksheets impacted your instruction – include strengths and weaknesses. –“These materials were great graphic organizers for follow-up assessments. They are challenging, even for more advanced students. In some cases, the content may be too advanced for 3-4 graders to pick-up without a teacher devoting a large chunk of time to the concept.” –“I only used the supplemental materials for our first session. I think we ended up using the first lesson to talk about divisibility. We used other materials to reinforce the concepts also. I liked how [the comic book] used a blank in the middle of a number to allow to use divisibility rules to fill the blank. I didn’t copy the forms because there were not many problems on the forms.” –“All strengths as it provided additional practice and ways to review the problems.”

28. Teacher Feedback – Impact on Learning What impact on student learning of mathematics did the Math Comic Books have on your students? Please provide examples…(100% of teachers state students enjoyed comic books) –“The students loved learning from a comic – it made them realize they could find math in places they didn’t expect to find math.” –“The students were excited about math class when the comics were involved. The algebra concepts were hard to grasp.” –“Reviewing rules of divisibility helped improve student scores on reducing fractions. 73% of students scored above a 90% on the quiz, while the remaining 27% scored at least an 80%. Earlier in the year only 42% scored above a 90%, and an additional 0% were above 80%”

29. Teacher Feedback – Impact on Mathematics Beliefs What impact on student beliefs of mathematics did the Math Comic Books have on your students? Please provide examples… (Note: 100% saw students engaged) –“Some students enjoyed breaking up the math concepts with the story.” –“I believe the mathematical situations in the book showed students how a deeper understanding of math allows you to solve problems faster. During the prime factorization/LCM problem, most students were ready to start listing the multiples of each number, but were attracted to Dillon and Claire’s method when they saw how much faster their classmates who used it solved the problem.” –“Most of my students already appeared to like math. However, I believe the comics deepened their interest in math. I have many bright students that also enjoy art – this provided them a way “

30. Teacher Feedback – Impact on Reading What impact on student opinions about reading did the Math Comic Books have on your students? Please provide examples… (Note: 100% teachers stated students enjoyed) –“Normally, students roll their eyes at students who volunteer to read in class and exchange berating looks if someone goes as far as to read with expression. When we used the comic books, reading aloud and animatedly seemed to be deemed ‘cool’ again. I cannot say how this impacted students’ abilities, though we did review vocab. like ‘villain,’ but it did impact their attitude about reading aloud in class.” –“While the students I used the comics with were higher level students, many of them are not ‘into’ reading like I wish they were. They enjoyed the comics as they were entertaining and not something that would take them weeks to complete.” –“They enjoyed having a story line with math but had trouble following the story. This was because we kept stopping to reinforce the math concept.”

31. Impact Cathy Willoughby & Melissa Zimmer Faculty, Cumberland Trace Elementary

32. Impact on Students’ Opinion of Mathematics “I think it helps because the characters fully explain it. Instead of reading it out of textbooks, we can ‘listen’ to a conversation about the subject. And the students enjoy it, which makes them want to learn.” - Sam, Grade 5 “Claire and Dillon are smarter than Wonderguy and that builds our self-esteem.” - Bradley, Grade 5

33. “I liked the comic book because it made math fun.” - Jamie, Grade 4 “It was funny! Keep making the comics!” - Zoe, Grade 4 “I don’t read comic books because I think they are boring, but this one was really exciting. Now I want to keep reading the math comic books.” - Jodi, Grade 4

34. Impact on Students’ Opinions of Gender and Mathematics “The concept of Dillon and Claire both contributing to the books despite their different genders and ethnicities makes it seem as though everyone is equally good at math. Which is true.” - Colin, Grade 5 “It makes it clear that just not boys are good at math. It shows that boys and girls are both good at math.” - Alyssa, Grade 5 “I think it makes boys and girls look equally good at math because it shows that a boy can be as smart as a girl.” - Michael, Grade 5

35. Student opinions on Content-Area Integration “I think that putting reading and math together is good because it lets you learn 2 things at the same time.” - Lindsey, Grade 5 “I think you should add in Science. If you put in Science, and maybe other subjects, it wouldn’t get boring always being about math.” - Raven, Grade 5 “Do something with Science!” - Victoria, Grade 5

36. Student Suggestions: Sidekicks Wonderboy Wondergirl Cool Boy Thought Girl

37. Student Suggestions: Villains Dr. Division “He can divide anything with the snap of his fingers.” Numerical Ninja “He throws ninja stars with no end, because numbers don’t end.” The Angry Angle “He angles his body to dodge anything Wonderguy throws at him.” Graph Granny “Confusing people with incorrect graphs and charts.”

38. Big Ideas / Summary Motivation is powerful. There are lots of ways to teach mathematics. The connection between reading and mathematics is important. We have to keep exploring for ways to get our students hooked on mathematics. We can simultaneously address several subjects – math, reading, art, character, etc. Questions? Comments? Your money back?

39. If you would like to make suggestions, or obtain copies of “Operation Comics” in your classroom(s),... PDF versions of the comics are available online. works.bepress.com/bruce_kessler/ in the “Books” section bruce.kessler@wku.edu We are planning a large print order in late July. Issue #1: ≤ $10 Other issues ≤ $6

40. works.bepress.com/bruce_kessler/ bruce.kessler@wku.edu